Journal of Experimental Child Psychology最新文献

Contribution of executive functions to reading comprehension in bilingual and monolingual 3rd grade children 执行功能对双语和单语三年级儿童阅读理解的贡献

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-06-17 DOI: 10.1016/j.jecp.2025.106333

Liran Kilim, Anat Prior

{"title":"Contribution of executive functions to reading comprehension in bilingual and monolingual 3rd grade children","authors":"Liran Kilim, Anat Prior","doi":"10.1016/j.jecp.2025.106333","DOIUrl":"10.1016/j.jecp.2025.106333","url":null,"abstract":"<div><div>Reading comprehension is a complex skill, which relies on language comprehension and reading fluency, as well as higher-order cognitive skills, including executive functions. Bilingual children, who speak a heritage language, have less exposure to the societal language and thus may experience difficulties in reading comprehension, related to reduced linguistic knowledge. Here we examined the possibility that bilingual children may be able to recruit additional cognitive abilities to support their reading comprehension. Thus, we tested third grade children who are either monolingual speakers of Hebrew (n = 86) or bilingual speakers of Hebrew and an additional heritage language (n = 86). Participants completed assessments of reading comprehension, reading fluency, Hebrew vocabulary and executive functions (working memory, inhibition and cognitive flexibility). Results showed higher scores for monolingual children in reading fluency, vocabulary, and reading comprehension, but no group differences in executive function skills. For both groups, reading fluency and vocabulary contributed to reading comprehension. The picture for executive functions was more complex. When analyzing all children, both working memory and inhibition significantly predicted reading comprehension. However, when examining each group separately, none of the executive functions were meaningful predictors of reading comprehension for monolingual children, whereas for bilingual children inhibition significantly predicted reading comprehension. We interpret this pattern as suggesting that bilingual children may rely more on executive functions in order to overcome vocabulary and reading difficulties and possibly to manage interference from the other language.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106333"},"PeriodicalIF":1.8,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144297597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Maternal temperament and parenting practices as predictors of children’s behavior problems 母亲气质和教养方式作为儿童行为问题的预测因子

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-06-16 DOI: 10.1016/j.jecp.2025.106332

Camila Regina Lotto , Elisa Rachel Pisani Altafim , Dana Charles McCoy , Maria Beatriz Martins Linhares

{"title":"Maternal temperament and parenting practices as predictors of children’s behavior problems","authors":"Camila Regina Lotto , Elisa Rachel Pisani Altafim , Dana Charles McCoy , Maria Beatriz Martins Linhares","doi":"10.1016/j.jecp.2025.106332","DOIUrl":"10.1016/j.jecp.2025.106332","url":null,"abstract":"<div><div>Considering the relations between mothers’ temperament, parenting behaviors, and children’s behavior problems, parents’ temperament and negative parenting practices can act as risk factors for increasing behavior problems in children. The present study examined the associations between parenting practices, maternal temperament, and children’s behavior problems. The sample comprised 50 mothers and their 2-to-6-year-old children living in Brazil. The mothers reported on their parenting behaviors (ACT scale) and temperament (Adult Temperament Questionnaire), as well as their children’s behavior problems (Strengths and Difficulties Questionnaire). Multiple regression analysis was performed. The results showed that less positive discipline practice and maternal temperament with low effortful control predicted children’s total behavior problems. These findings highlight the relevance of mothers’ regulation of their emotions and behaviors toward their children and the protective role of positive parenting practices in mitigating children’s behavior problems. The present study advances the previous research on temperament in Brazil by adding mothers’ parenting practices into the children’s behavior problem model.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106332"},"PeriodicalIF":1.8,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144290981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Young children’s updating of mental representations of story characters and events based on verbal and pictorial information 幼儿基于语言和图像信息对故事人物和事件的心理表征的更新

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-06-11 DOI: 10.1016/j.jecp.2025.106322

Ruth Lee , Patrycia Jarosz , Patricia A. Ganea

{"title":"Young children’s updating of mental representations of story characters and events based on verbal and pictorial information","authors":"Ruth Lee , Patrycia Jarosz , Patricia A. Ganea","doi":"10.1016/j.jecp.2025.106322","DOIUrl":"10.1016/j.jecp.2025.106322","url":null,"abstract":"<div><div>The ability to create mental models of story events is essential for narrative comprehension, yet little is known about the mechanisms that support children’s ability to build and update an integrated mental representation of a story (a ‘situation model’) as it unfolds. The current study investigated very young children’s ability to update their situation model of a simple story from verbal and pictorial information about a physical event, manipulating both the explicitness of verbal information and the informativeness (Study 1) and presence (Study 2) of pictorial information. Sixty-four 2-year-olds (35 girls) and 67 3-year-olds (36 girls) participated in Study 1, and 119 2-year-olds (69 girls) and 81 3-year-olds (43 girls) participated in Study 2. Two- and 3-year-olds updated their mental representation of the physical state of the story protagonist at a rate above chance, regardless of the informativeness of an accompanying picture (Study 1) and the explicitness of verbal information provided (Study 2). However, children’s age in months significantly predicted 2-year-olds’ performance across studies, and in the absence of a picture, 3-year-olds performed less robustly when receiving implicit than when receiving explicit verbal information. Findings suggest that 2- and 3-year-olds can integrate implicit information into their situation model of a story, even when the accompanying pictorial information is not maximally informative, but that implicit verbal information embedded in a narrative presents challenges for young children’s updating when provided without pictorial support.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106322"},"PeriodicalIF":1.8,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144255138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Episodic future thinking and delay of gratification in children: An individual differences study 儿童情景未来思维与延迟满足：个体差异研究

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-06-08 DOI: 10.1016/j.jecp.2025.106308

Ciarán Canning, Agnieszka J. Graham, Teresa McCormack

{"title":"Episodic future thinking and delay of gratification in children: An individual differences study","authors":"Ciarán Canning, Agnieszka J. Graham, Teresa McCormack","doi":"10.1016/j.jecp.2025.106308","DOIUrl":"10.1016/j.jecp.2025.106308","url":null,"abstract":"<div><div>Unlike studies with adolescents and adults, studies with children have yet to uncover a link between episodic future thinking (EFT) and delay of gratification (DoG) and EFT cueing has not been shown to enhance children’s DoG. Understanding developmental patterns requires better understanding of the processes underlying children’s DoG performance. This study examined whether individual differences predicted 8–11-year-olds’ (53% M) performance on two separate DoG tasks, each with or without EFT cueing: a delay choice task with real rewards and a delay discounting task with hypothetical monetary rewards. It also examined whether these measures predicted children’s ability to benefit from EFT cueing. The children were from Ireland, primarily White, and ranged from marginally below average to above average SES. In analyses controlling for age and general verbal ability, none of our variables predicted the difference in performance between the uncued and EFT-cued versions of either task. Positive contemplation emotion, reflecting the extent to which a child takes pleasure from anticipating positive future events, was the sole significant predictor of performance on a delay choice task with EFT cues, controlling for age and verbal ability. For the delay discounting task, EFT ability, working memory and a more proactive attentional control style were all significant predictors of performance on an EFT-cued version of the task, but not on an uncued version. Engaging in EFT cueing seems to be effortful for children, and greater cognitive resources may be needed to buffer against the cognitive load associated with future thinking cues in delay discounting tasks.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106308"},"PeriodicalIF":1.8,"publicationDate":"2025-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144242719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effect of fantastical elements on preschoolers’ false belief task performance 幻想元素对学龄前儿童错误信念任务表现的影响

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-06-07 DOI: 10.1016/j.jecp.2025.106321

Ece Tuglaci , Hande Ilgaz

{"title":"The effect of fantastical elements on preschoolers’ false belief task performance","authors":"Ece Tuglaci , Hande Ilgaz","doi":"10.1016/j.jecp.2025.106321","DOIUrl":"10.1016/j.jecp.2025.106321","url":null,"abstract":"<div><div>Fantastical narratives may lessen the executive functions (EF) burden of false belief (FB) reasoning. Specifically, we hypothesized that fantasy contexts may alleviate the reality bias and allow children to entertain false beliefs more effectively. In two experiments, this study investigated whether children’s FB performance is influenced by the degree of fantastical elements in false belief tasks. In both experiments, children’s EF abilities were measured to see if the effect of fantasy remained after controlling for EF. The fantastical content of FB tasks and the order of fantastical (FF-FB) and realistic (RF-FB) false belief tasks were manipulated in a mixed-subject design with preschool children. In Experiment 1, children performed better in FF-FB even after controlling for their EF abilities. Experiment 2 replicated these results and revealed that 3-year-olds who completed the FF-FB tasks before the RF-FB tasks outperformed 3-year-olds who saw the reverse order when controlling for fantasy orientation and EF abilities. These findings imply that the fantasy context has a positive effect on children’s FB reasoning that extends beyond lessening the EF burden. Future work, especially training studies, could provide insight into the workings of this effect by focusing on the degree and features of fantasy and whether the observed changes are lasting.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106321"},"PeriodicalIF":1.8,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144242732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of visual cues on reducing cognitive load in interactive storybooks for children 视觉线索对减少儿童互动故事书认知负荷的影响

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-06-04 DOI: 10.1016/j.jecp.2025.106320

Cintia Bali , Gergő Várkonyi , Mónika Szabó , András N. Zsidó

{"title":"The impact of visual cues on reducing cognitive load in interactive storybooks for children","authors":"Cintia Bali , Gergő Várkonyi , Mónika Szabó , András N. Zsidó","doi":"10.1016/j.jecp.2025.106320","DOIUrl":"10.1016/j.jecp.2025.106320","url":null,"abstract":"<div><div>Interactive book applications enhance learning by simultaneously conveying visual and verbal information while actively engaging users through interactive elements. This fosters learning through active participation. However, these interactive features can also distract students and increase cognitive load. To address this issue, visually signaling interactive elements on the screen could help guide attention and facilitate the integration of multimodal content. Therefore, this study investigates whether visual signaling of interactive elements can reduce cognitive load and, in turn, improve children’s learning performance. A total of 119 children (<em>M =</em> 9.35, <em>SD =</em> 0.684) were divided into four groups: (1) signaled interactive application, (2) non-signaled interactive application, (3) video, and (4) static-picture control group. The children listened to a science-themed book with various interactive and multimedia elements. Learning outcomes were assessed through a recall test consisting of 16 questions. The ADHD Rating Scale-IV was used to evaluate attentional mechanisms, with assessments completed by the homeroom teachers. Children in the interactive application groups recalled more information compared to children participating in static-picture control group. The children in the video group differed significantly from the control group but not from the interactive application groups. However, children with attentional difficulties tended to perform worse when they watched the multimedia video, or the interactive features were not visually signaled. This negative association was not observed when the interactive features were signaled. The results suggest that using visual signals can be beneficial for children with attentional difficulties by promoting multisensory integration.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106320"},"PeriodicalIF":1.8,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144205629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early self-teaching: Testing the nature of orthographic learning and learning transfer in beginning readers 早期自学：测试初学读者正字法学习和学习迁移的本质

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-06-04 DOI: 10.1016/j.jecp.2025.106309

Rebecca Tucker, S. Hélène Deacon

{"title":"Early self-teaching: Testing the nature of orthographic learning and learning transfer in beginning readers","authors":"Rebecca Tucker, S. Hélène Deacon","doi":"10.1016/j.jecp.2025.106309","DOIUrl":"10.1016/j.jecp.2025.106309","url":null,"abstract":"<div><div>The current study aimed to clarify the nature of orthographic learning during independent reading (i.e., self-teaching) among beginning readers. The most prominent theory addressing learning of word-specific orthographic forms, the self-teaching hypothesis, predicts that beginning reading is beginning orthographic learning. And yet, empirical evidence to date has focused on older children. Here we test the extent to which beginning readers learn new words during self-teaching experiences, whether they transfer that learning to their subsequent processing of related words, and the role of decoding in both processes. In this study, children in Grades 1 and 2 read simple nonwords (e.g., <em>lurb</em>) embedded in short stories adapted to be appropriate for early readers. Children then completed orthographic choice tasks to test both their learning of those words and the transfer of learning to novel words that are either morphologically or orthographically related (e.g., <em>lurber</em> and <em>lurble</em>, respectively). Results indicated that children in Grades 1 and 2 learned the spelling patterns of novel words. Further, they were able to transfer that learning to their processing of the novel related words; however, only orthographically related words showed clear evidence of spelling-specific transfer. Notably, only children in Grade 2 were able to do retain their learning three days later. Finally, results indicated that accurate phonological decoding is not required for learning to occur, although it may facilitate learning for children in Grade 2. Taken together, these findings help to better understand the nature of self-teaching in beginning readers, informing future research and educational practices.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"259 ","pages":"Article 106309"},"PeriodicalIF":1.8,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

But Why?: Children’s belief in the necessity of explanations 但是为什么呢?儿童对解释的必要性的信念

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-06-02 DOI: 10.1016/j.jecp.2025.106317

Teresa Flanagan , Alejandro Vesga , Tamar Kushnir , Shaun Nichols

{"title":"But Why?: Children’s belief in the necessity of explanations","authors":"Teresa Flanagan , Alejandro Vesga , Tamar Kushnir , Shaun Nichols","doi":"10.1016/j.jecp.2025.106317","DOIUrl":"10.1016/j.jecp.2025.106317","url":null,"abstract":"<div><div>Children exhibit sophisticated explanatory judgments: they expect, value, and judge explanations of salient facts. Do children also believe that everything must have an explanation? If so, they would exhibit a metaphysical explanatory judgment conforming to what philosophers have called the Principle of Sufficient Reason (PSR). In this study, 6–9-year-old children (<em>N</em> = 80, <em>M<sub>age</sub></em> = 7.92, <em>SD<sub>age</sub></em> = 1.21) were shown statements across domains (Psychology, Biology, Nature, Physics, Religion, and Supernatural). For each statement, children were asked if they agree with a person who says there must be an explanation, even if we do not know it, or with a person who says there may not be an explanation. As a comparison, children were also asked about coincidences, which should not necessitate an explanation under the PSR. Results suggest that indeed children conform to the PSR: children of all ages believed that the statements must have an explanation. Notably, 7–9-year-olds thought coincidences do not have to have an explanation, while 6-year-olds did not differ between the statements and coincidences. This is the first step at uncovering a developmental change in our metaphysical explanatory judgments.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106317"},"PeriodicalIF":1.8,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144189683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The influence of Chinese martial arts teaching intervention based on embodied cognition theory on attention networks in 5–6-year-old children 基于具身认知理论的中国武术教学干预对5 - 6岁儿童注意网络的影响

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-05-30 DOI: 10.1016/j.jecp.2025.106316

Bin Li , Ruijie Li , Haiquan Qin , Tao Chen , Jingyu Sun

{"title":"The influence of Chinese martial arts teaching intervention based on embodied cognition theory on attention networks in 5–6-year-old children","authors":"Bin Li , Ruijie Li , Haiquan Qin , Tao Chen , Jingyu Sun","doi":"10.1016/j.jecp.2025.106316","DOIUrl":"10.1016/j.jecp.2025.106316","url":null,"abstract":"<div><div>To examine whether distinct Chinese Martial arts teaching approaches differentially enhance attention networks in preschoolers, this study enrolled 90 kindergarten children (5–6 years, <em>M</em> = 5.5 ± 0.2) randomly allocated to three groups: Martial arts sensory teaching (MAST) group, Martial arts traditional teaching (MATT) group, or a free activity(FA) group. Both Martial arts groups received 10-week interventions (2 sessions/week, 30 min/session), while the FA participated in scheduled outdoor free play without martial arts components. Alerting, orienting, and executive control networks were assessed pre- and post-intervention using the child version of the Attention Network Test (ANT). Baseline results showed no significant differences across groups in all three networks (<em>p</em> > 0.05). Post-intervention, MAST group exhibited significantly lower alerting scores than the FA (<em>p</em> = 0.02, d = 0.75), No significant differences were observed between MAST and MATT (<em>p</em> > 0.05, d = 0.58), or between MATT and FA (<em>p</em> > 0.05, d = 0.17). For executive control, the MAST group outperformed both the MATT group (<em>p</em> = 0.03, d = 0.95) and FA (<em>p</em> < 0.01, d = 1.32), while the MATT group also surpassed FA (<em>p</em> = 0.04, d = 0.57). No significant differences emerged in orienting across groups (<em>p</em> > 0.05). This study concludes that MAST significantly enhances the development of executive control and alerting networks in 5–6-year-old children, demonstrating superior efficacy compared to MATT. The findings suggest that dynamic task design and multi-sensory feedback mechanisms rooted in embodied cognition theory effectively promote the advancement of attention networks in preschool-aged children.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106316"},"PeriodicalIF":1.8,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144178154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing effects of episodic future thinking and cue salience to improve different types of prospective memory in typically developing school-age children 比较情景未来思维和线索显著性对典型发展学龄儿童不同类型前瞻记忆的改善效果

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-05-23 DOI: 10.1016/j.jecp.2025.106305

Chen-wei Yuan , Tian-xiao Yang , Sascha Zuber , Xiao-min Su , Fu-sen An , Shuai-biao Li , De-heng Wang , Ya Wang , Raymond C.K. Chan

{"title":"Comparing effects of episodic future thinking and cue salience to improve different types of prospective memory in typically developing school-age children","authors":"Chen-wei Yuan , Tian-xiao Yang , Sascha Zuber , Xiao-min Su , Fu-sen An , Shuai-biao Li , De-heng Wang , Ya Wang , Raymond C.K. Chan","doi":"10.1016/j.jecp.2025.106305","DOIUrl":"10.1016/j.jecp.2025.106305","url":null,"abstract":"<div><div>Prospective memory (PM) enables children to remember future intentions and is central to their development. Yet, school-age children face difficulties with remembering planned or assigned tasks and it is therefore crucial to uncover the methods for improving their PM performance. The present study examined the effects of two prominent methods – encoding PM tasks through episodic future thinking (EFT) versus increasing the salience of PM cues – in improving event- and time-based PM of school-age children. In two experiments, 8–12 year-old children (<em>N</em> = 126 and 126 respectively) completed three PM tasks and tasks tapping working memory, inhibition and shifting ability. Children were randomly assigned to the standard PM instruction group, the EFT group, or the cue salience group. In Experiment 1 (event-based PM), the cue salience group outperformed the other two groups in two computer-based PM tasks but not in a more naturalistic PM task. In Experiment 2 (time-based PM), the cue salience group outperformed the other two groups in all PM tasks, and this did not impair ongoing task performance and the cue salience group monitored the time less frequently. Moreover, children with lower shifting abilities showing larger benefits of salient cues on time-based PM. In both experiments, the EFT and standard groups had similar PM performance. These findings suggest that salient PM cues can improve event- and time-based PM in school-age children whereas EFT may not improve PM performance compared to standard encoding. Future research should investigate children’s ability to voluntarily set salient cues for completing daily PM tasks.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"259 ","pages":"Article 106305"},"PeriodicalIF":1.8,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0